Making Muffins: Identifying Core Ingredients of School-University Partnerships
clinically rich teacher education, clinically-based teacher education, schooluniversity partnerships, professional development schools, clinical experiences, field experiences
National calls for transforming teacher education are harmonious – schools and universities must collaborate to transform teacher preparation (American Association of Colleges for Teacher Education (AACTE), 2010; National Council for the Accreditation of Teacher Education (NCATE), 2010). Rather than reinventing the wheel, the field of teacher education needs to capitalize on the knowledge, research, and experiences the PDS literature has generated over the past 30 years. In addition, PDSs will need to attend to the discourse surrounding clinical practice. Using three national documents: (1) the National Association for Professional Development Schools (NAPDS) Nine Essentials (2008), (2) the NCATE Blue Ribbon Panel Report (2010), and (3) the National Education Association’s (2014) report entitled Teacher Residencies: Redefining Preparation through Partnerships, we identify seven core ingredients of school-university partnerships. These core ingredients can serve as a framework that connects PDS to clinical practice, develops robust school-university partnerships, and keeps PDSs as the national leaders in the movement towards increased collaboration between schools and universities.
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Citation / Publisher Attribution
School-University Partnerships, v. 9, issue 3, p. 81-95
Scholar Commons Citation
Burns, Rebecca W.; Jacobs, Jennifer; Baker, Wendy; and Donahue, Denise, "Making Muffins: Identifying Core Ingredients of School-University Partnerships" (2016). Educational and Psychological Studies Faculty Publications. 145.